scholarly journals 25 Years of HOW: A Celebration of Language Teaching and Learning

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 18-30
Author(s):  
Ana Clara Sánchez-Solarte
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Language Teaching ◽  
Academic Community ◽  
Language Teachers ◽  
Historical Background ◽  
Teaching Learning ◽  
Language Teaching And Learning

This article overviews the major themes and pedagogical developments that have emerged via the academic endeavors of practitioners and researchers in the last 30 years, while also touching on how my work adheres to these developments. The document starts with a brief historical background on the establishment of HOW as a resource for the academic community. The next part of the article deals with the theoretical tenets that have influenced my published works. One of those perspectives is the post-method pedagogy, which acknowledges the limitations of attempting to determine what the “best” language teaching method is for everyone, and proposes three parameters to guide language teaching and learning. The next perspective is the psychology of language learning, particularly positive psychology, which is a field that adds balance to the study of negative emotions in the classroom and can be the basis for interventions that aim at enhancing the language learning process. The final construct discussed in the article is metacognition, which refers to how language teachers adapt their mental processes and behaviors to the emerging demands of their context. The article concludes highlighting a number of topics that were relevant three decades ago and that will likely keep their relevance in the future: the complexity of education, the dynamic nature of context and meaning, and the examination of the role of context in the L2 teaching/learning processes, to name only three.

scholarly journals A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Sanju Choudhary
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Learning

<p>Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite   their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.</p>

scholarly journals A Review of Computer-Assisted Language Learning (CALL): Development, Challenges, and Future Impact

2019 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Javed Iqbal Mirani ◽  
Shokat Ali Lohar ◽  
Abdul Razaque Lanjwani Jat ◽  
Muhammad Faheem
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Cognitive Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching ◽  
Audio Video ◽  
Language Teaching And Learning

The use of computer technology has become compulsory in education particularly in foreign language teaching and learning. It is known as Computer Assisted Language Learning (CALL). Language teachers and learners usually take more interest to utilize technology like mobile phone, computer, and internet in their teaching and learning. CALL has unlocked innovative dimensions in learning. Further, CALL offers advanced learning and teaching methods such as Audio–Video, Cognitive and Communicative approaches. Learning with help of CALL improves students’ cognitive and communicative abilities more as compare to traditional methods of teaching and learning. Cognitive learning makes learner responsible for his own learning and communicative approach improves learner communication skills in the language. It is necessary to consider major aspects of CALL. This paper discusses detail information about Computer Assisted Language Learning (CALL). The overview focus is especially on the development of CALL, Challenges and Future Impact on language teaching and learning.

Computer-Assisted Instruction (CAI) in Language Teaching and Learning

1980 ◽  
Vol 1 ◽  
pp. 58-69 ◽  
Author(s):  
Frank Otto
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Teacher Educator ◽  
Language Teachers ◽  
Future Research ◽  
Computer Assisted ◽  
Programmed Learning ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Language Teaching And Learning

Many language teachers have had sporadic exposure to applied linguistics, limited experience with programmed learning/individualized instruction, and an incomplete understanding of ways in which educational technology can significantly augment the quality of the teaching–learning process. what is the process. what is the probability that administrators, teacher educator, materials developers, teachers, and students will appreciate and accept CAI as an approach that seeks to combine these three fields meaningfully? The propose of this discussion is to examine CAI is terms of key definitions, observations, concerns, developments, and contributions that have achieved significance during the 1979–80 academic year in the area of language teaching and learning. Implications and a challenge for future research studies will also be listed.

scholarly journals The role of ict in efl classroom

2020 ◽  
Vol 3 (1) ◽  
pp. 132-134
Author(s):  
M. Abdurahmonov ◽  
Sh. Samandarov ◽  
B. Tolibjonov ◽  
A. Turdiyev
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Smart Devices ◽  
Daily Routine ◽  
Vast Number ◽  
Technological Support ◽  
Software Programs ◽  
Language Teaching And Learning

We cannot imagine our daily routine without the use of technologies, smart devices which have been around us in all spheres of our life for many years. With the development of the ICT, a vast number of educational platforms and software that can be used in education have been created. Using technology in language learning has become the perfect tool in reaching proficiency and fluency, and English lessons accompanied by technological support are the most effective and attractive for students who want to be successful in their language learning. In this article, I will discuss the methods of using ICT with the help of some educational platforms and software programs which can be used effectively in language teaching and learning.

scholarly journals Language teaching and learning as a transdisciplinary endeavour

AILA Review ◽  
2018 ◽  
Vol 31 ◽  
pp. 14-28
Author(s):  
Anthony J. Liddicoat
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Translation Equivalent ◽  
Contact Language ◽  
English Speaking ◽  
Teaching Learning ◽  
Disciplinary Area ◽  
Language Teaching And Learning

Abstract Language teaching and learning is commonly considered as a research discipline that resides within the field of ‘applied linguistics’, at least in the way the field is conceptualized by English-speaking academia. However, if we consider language teaching and learning as practice, this fit is not as neat as it at first might appear. Teaching, learning and using an additional language is complex and multifaceted; it involves languages, cultures, learning, communication, identities, etc., which in turn are situated academically within a host of disciplines. Research in language teaching and learning is therefore transdisciplinary in the sense that multiple disciplines can provide different lenses through which to understand the same phenomena and to build new understandings of the object of interest. Moreover, as a field in which languages and cultures are inherently brought into contact, language teaching and learning is also at an intersection between disciplines that are conceptualized and developed differently in different languages and academic traditions. For example, ‘language teaching’ as a disciplinary area does not map well onto its French translation equivalent ‘didactique des langues’. These interactions across academic traditions therefore represent an often-unacknowledged form of transdisciplinarity. This contribution will examine how language teaching and learning can be informed by a transdisciplinary perspective in both these senses. In particular, it will focus on the idea of language learning from an intercultural perspective to examine how multiple disciplines and different disciplinary traditions contribute to shaping understanding of the field; it will also consider some of the challenges of bringing multiple disciplines to bear on this understanding.

scholarly journals The Role of Technology for Language Teaching and Learning: An Evaluative Study

2021 ◽  
pp. 45-51
Author(s):  
Dr Vadlamani Padma
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
New Technology ◽  
Practical Method ◽  
Primary Objective ◽  
Language Teachers ◽  
English Language Teachers

The primary objective of this paper is to  examine the role of technology for language teaching. It focusses to make English language teachers cognizant of the techniques to implement appropriately. Technology plays an essential role in teaching of English. It helps in giving a practical method to a resource.  Technology when  perfectly incorporated enriches  the objectives of learning. Efficacious integration of technology is fruitful when students can select them to acquire information in a judicious manner, examine and combine the information, and present it professionally There is a significant development in the  teaching of  English language methodology  with the application of new technology. Technology is unceasingly, and precipitously, growing.  To maximise progressive language learning outcomes, student-teacher platforms are created extensively. Accordingly, the present English language teachers now  actively integrate different technological aids devised to help  the best possible teaching approaches.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher&rsquo;s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students&rsquo; engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

On the roles of repetition in language teaching and learning

2012 ◽  
Vol 3 (2) ◽  
pp. 195-210 ◽  
Author(s):  
Diane Larsen-Freeman,
Keyword(s):  
Language Learning ◽  
Complexity Theory ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Teaching ◽  
The World ◽  
Mutable State ◽  
Exact Replication ◽  
Language Teaching And Learning

AbstractRepetition is common in language use. Similarly, having students repeat is a common practice in language teaching. After surveying some of the better known contributions of repetition to language learning, I propose an innovative role for repetition from the perspective of complexity theory. I argue that we should not think of repetition as exact replication, but rather we should think of it as iteration that generates variation. Thus, what results from iteration is a mutable state. Iteration is one way that we create options in how to make meaning, position ourselves in the world as we want, understand the differences which we encounter in others, and adapt to a changing context.

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